Preparing to talk : Interaction between a linguistically enabled agent and a human teacher

Abstract

As a precursor to learning to use language an infant has to acquire preliminary linguistic skills, including the ability to recognize and produce word forms without meaning. This develops out of babbling, through vocal interaction with carers. We report on evidence from developmental psychology and from neuroscientific research that supports a dual process approach to language learning. We describe a simulation of the transition from babbling to the recognition of first word forms in a simulated robot interacting with a human teacher. This precedes interactions with the real iCub robot.